Relevant bibliographies by topics / Reader-response theories

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  1. Journal articles

Academic literature on the topic 'Reader-response theories'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Reader-response theories"

1

Ghandehari, Shaghayegh. "Definition of Reader, as a Relative Concept, in Reader- Response Theories." Procedia - Social and Behavioral Sciences 70 (January 2013): 1381–88. http://dx.doi.org/10.1016/j.sbspro.2013.01.200.

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2

Soosaar, Susanna. "The Relevance of the Reading Process in the Context of Estonian Literary Criticism." Interlitteraria 25, no. 2 (2020): 332–47. http://dx.doi.org/10.12697/il.2020.25.2.6.

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The importance of the reading experience has been accepted in literary studies ever since the advent of reading-response theories in the 1970s-1980s. Several notable scholars have stressed that meaning is created through the interaction between reader and text, highlighting the significance of the reader. Even though the main principles of reader-response have become commonplace, for some time, reading theories remained relatively stagnant. In the 2000s, however, the topic of reading was rediscovered as new perspectives for examining the reading experience and the reader’s relationship with the text were offered. These new theories shed new light on the figure of the reader and on the work that goes into the process of reading. While the question of the experience of reading has been under discussion in the Anglo-American context, it has never been widely discussed in Estonia. The purpose of this article is to give an overview of well-known reader-response theories that became popular in the 1970s. In addition, examples of a renewed interest in reader-response theories in recent decades are presented. Finally, the article will also examine how Estonian-language literary criticism has engaged with reader-response theories.
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3

Soosaar, Susanna. "The Relevance of the Reading Process in the Context of Estonian Literary Criticism." Interlitteraria 25, no. 2 (2020): 332–47. http://dx.doi.org/10.12697/il.2020.25.2.6.

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Abstract:
The importance of the reading experience has been accepted in literary studies ever since the advent of reading-response theories in the 1970s-1980s. Several notable scholars have stressed that meaning is created through the interaction between reader and text, highlighting the significance of the reader. Even though the main principles of reader-response have become commonplace, for some time, reading theories remained relatively stagnant. In the 2000s, however, the topic of reading was rediscovered as new perspectives for examining the reading experience and the reader’s relationship with the text were offered. These new theories shed new light on the figure of the reader and on the work that goes into the process of reading. While the question of the experience of reading has been under discussion in the Anglo-American context, it has never been widely discussed in Estonia. The purpose of this article is to give an overview of well-known reader-response theories that became popular in the 1970s. In addition, examples of a renewed interest in reader-response theories in recent decades are presented. Finally, the article will also examine how Estonian-language literary criticism has engaged with reader-response theories.
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4

Kadir, Khairul Husna Abdul, Tengku Nor Rizan Tengku Mohamad Maasum, and Ravinchandran Vengadasamy. "Transactional Reader Response and Foregrounding Theories in ESL Classroom." Procedia - Social and Behavioral Sciences 69 (December 2012): 1684–92. http://dx.doi.org/10.1016/j.sbspro.2012.12.115.

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5

NOBLE, PAUL R. "FISH AND THE BIBLE: SHOULD READER-RESPONSE THEORIES ?CATCH ON??" Heythrop Journal 37, no. 4 (1996): 456–67. http://dx.doi.org/10.1111/j.1468-2265.1996.tb01024.x.

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6

Jung, Jungsoon. "Reconsideration of response-centered teaching and learning model in the light of reader response theories." Korean Literature Education Research 53 (December 30, 2016): 253–79. http://dx.doi.org/10.37192/kler.53.8.

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7

Campbell, Julie. "PLAYING WITH DEATH IN." Samuel Beckett Today / Aujourd'hui 19, no. 1 (2008): 431–39. http://dx.doi.org/10.1163/18757405-019001035.

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The focus of this discussion of Beckett and play will be on D. W. Winnicott's theories of childhood play and his contention that play continues as creative activity in adult life. I will be relating his ideas to Wolfgang Iser's theories on reader response. This will lead to a consideration of Malone at play, in the roles of narrator, creator and protagonist in , and the ways in which playing involves the reader, not only in the creative activity he describes, but also in the experience of his dying.
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8

Indriani, Yulinda. "RESPONS ANAK TERHADAP CERITA RAKYAT MALIN KUNDANG." JURNAL ILMIAH BAHASA DAN SASTRA 5, no. 2 (2019): 95–102. http://dx.doi.org/10.21067/jibs.v5i2.3181.

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Reception study is a review of literature relating to the acceptability of the reader, reception in the research and study of children’s literature there are several theories about the nature of literature and its reception horizon approach and its reader, study psychology literature has a functional relationship to the reception of literature, the reader psychology and child psychology reader. Theories abaout the nature of children’s literature , children’s literature begins with some types of children’s literature. Research of literature, namely the study of the reception of literature that analyzes the child’s response to foklore Malin Kundang. reason researchers use the story of Malin Kundang is favored by many people ranging from children to adults, other than that a lot of the mandate contained in the story of Malin Kundang.
 Key words : the reception of literature, children’s literature, folklore
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9

Abdulaziz Alghanem, Alanoud. "A Critical Controversy: Reader-Response Theoreticians Opposing New Critics." Arab World English Journal For Translation and Literary Studies 4, no. 4 (2020): 43–57. http://dx.doi.org/10.24093/awejtls/vol4no4.4.

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The present study is theoretically oriented proposing to re-read some major tenets of the New Critics and the reader-response critics in an attempt to reconsider the objective theory of the New Critics to test whether it is sufficient in catering for all aspects of a text. It works via the exploration of both protocols set by a number of the major founders of both theories aiming to reveal the oppositions, commonalities as well as undeclared similarities. The critical controversy will thus be brought to light, in a bid to point out the shortcomings of each approach. Throughout this exploration, the study demonstrates that the ontological approach of the New Critics becomes incomplete and doubtful. It proves that the New Critics’ ‘affective fallacy’ has sprouted the postmodern theory of the reader-response criticism where the reader is no longer a passive recipient, but an active agent who fills in the blanks and formulates meanings. Thus, the study concludes by proving that there are some commonalities between the New Critics and the Reader-response adherents highlighting the triumph of the latter in undermining the New Critics’ objectivity. The significance of the study lies in adopting the reader-response approach per se in the re-reading of the New Critics’ doctrines where the researcher comes up with new findings that testifies the crucial role of the reader/researcher in the production of new interpretations. The study concludes with some recommendations for further use.
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10

Poyas, Yael. "Exploring the Horizons of the Literature Classroom – Reader Response, Reception Theories and Classroom Discourse." L1-Educational Studies in Language and Literature 4, no. 1 (2004): 63–84. http://dx.doi.org/10.1023/b:esll.0000033849.96885.bf.

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